CLASSROOM IMPLEMENTATION
AWARENESS-RAISING EXERCISES
Raise their awareness of the difference between written and spoken language, it means that you have too emphazy in the differences that the English has when you write and how you pronunce. Your students should do a comparisson between them to showing the comprehension.

PRE LISTENING
CRITICAL WORDS
Learners cannot expect unknwon words to be explained in advance, thay have to learn to cope with situations where part of what is heard will not be familiar, it is necessary for the teacher to present three or for vocabulary words, it is known as pre activities that you can make with flashcards or realia.

Pre-listening activities
Some activities are the brainstorm, where the students tell the teacher what do they think that the listening is about, a good activity is also to find out what students already know, it helps them to develop their listening abilities and also their speaking abilities.
One should set two simple aims for the pre-listening period.

1. to provide sufficient context to match what would be available in real life
2. to create motivation.
3. te make the students speculate about the listening.

 LISTENING
Listening to a strange voice, specially one speaking in a foregeing language, demands a process of normalisation of adjusting to the pitch, speed, and quality of the voice.
PRESENT QUESTIONS
It is important to check if the student understand the listening and for that you should sk questions to the students, and those questions should be answered in a correct way.
LISTENING TASKS
This is more useful than the questions because the students are going to do something with the information of the listening, it would be a role play, a power point presentation or something like that.
AUTHENTIC MATERIALS.
This is useful when you want that your students produce the language, is important because while they are describing the realia they are also paying attention and listening what their classmates are sharing.

 POST LISTENING
In this stage is when we cn look if our students are ables to understand and produce the language, they can produce and use the grammatical structures while they are speaking and listening

Is important to mention that we do not practise the kind of listening that takes place in real life, the process addopted by nonnative listeners seems to be:

• identify the words in a few fragmented sections of the text
• make inferences linking the parts of the text about which you feel more confident
• check those inferences against what comes next.

LISTENING IN LANGUAGE LEARNING
THE NATURE OF THE LISTENING PROCESS
Importance in foregein language classrooms, major boost to listening. Two views of listening have dominated language pedagogy since the early 1980s, listening is a process of decoding the sounds that one hears in a linear fashion, from the smallest meaningful units are decoded and linked together to form words, words are linked together to form phrases, phrases are linked together to form utterances and utterances are linked together to form complete meaningful texts.

Listener as tape recorder view, the listener takes in and stores messages sequentially, the listener uses prior knowledge of the context and situation within which the listening takes place to make sense of what he or she hears, context and situations include such things as knowledge, both bottom-up and top-down strategies are necessary, it is important to teach not only bottom-up processing skills, discriminate between minimal pairs use what they already know to understand what they heard, the listening itself can be preceded by schema-building activities, to prepare learners for listening task to come.

LISTENING AND PRACTICE
Give learners some degree of control over he content of the lesson, personalise content so learners are able to bring something of themselves to the task.
Increase learner involvement by providing extension tasks which  take the listening material as a point of departure, but which lead learners into providing part of the content themselves.
Tasks, work or homework can be devised in which the classroom action is centered on the learner, not on the teacher, in tasks exploting the idea, students are actively involved in structuring and restructuring of the language and in building their skills

• making instructional goals explicit to the learner
• giving learners a degree choice
• giving learners opportunities to bring their own background knowledge and experience into the classroom
• encouraging learners to develop a reflective attitude to learning and to develop skills in self-monitoring and self assessment

 

LISTENING...

DISCUSSION QUESTIONS
While you  are teaching listening you can also teach pronnciation, a goodd warm up is to listen a song, and also say tounge twisters, that develop the listening and the pronunciation, another activities you can use before a listening are, to choose some words as a vocabulary and you can do a pictionary, a brief summary, you do it, and later on you re-tell it to your classmates, and you can also share your own experiences with your classmates.

Some activities that you can do after  you listen a story will be that students should answer some questions about what they understand about the listening, ask for main ideas and also a brief summary

ADDRESSING ACCURANCY DURING THE TASK

Completion of a task by choosing how the task is to be carried out, implemented can determine whether it is carried out fluently and with acceptable level of linguistic performance.

• PARTICIPATION: individually or with other learners.
• PROCEDURES: completing the task 
• RESOURCES: the materials to use while completing the task 
• ORDER: the sequencing of a task in relation to previous tasks
• PRODUCT: A written task product or an oral one 

The role play activities consist in

1. provide schemata, vocabulary, and language
2. listening task, to model shorter version of target task
3. dialogue practice task 
4. clarification of task 
5. role play cues 
6. follow up listening 
7. second role-play practice-

Record their performance of a task and then listen to it and identify aspects of their performance that require modification.

DEFINING PRACTICE AND CONSCIOUSNESS-RAISING
The learners are provided with opportunities to practice the structures, first under controlled conditions, and then under more normal communicative conditions, the practice stage consists of a series of exercises, to transfer what they know from short-term to long-term memory. In this stage you can don a filling the blanks activity, where the students have to complete a pharagraph with different tenses.

Controlled activities, relate the form to meaning by showing how structures are used in real-life situations.

1.  focussed attention
2. produce sentenses
3. repetition 
4. perform the grammatical feature
5. practice activities 
6. feed back

You can do some clarify activities in this stage, you show the new structure of the language, and also you answer the questions that your students have.

 PRACTICE WORK
Individual learners with general increases in proficiency, practising a specific linguistic structure results in its acquisition, here you can do remembering activities, where the stundents practice and remember the grammar structure thay already know. 

ADDRESSING GRAMMAR WITHIN TASK WORK
Focus on fomt entails a prerequisite engagement in meaning before attention to linguistic features can be expected to become effective, focus on forms as part of an overall communicative approach to teaching.

• exposure to language at an appropiate level of difficulty
• engagement in meaning-foccused interaction in the language
• opportunities for learners to notice or attend to linguistic form while using the language
• lexical and syntactic.

The activities that improve the task work are oral presentations where the students do not memorize the dialog, they are going improve a conversation in front of the class with the structure that they are using.

 

 ADRESSING ACCURACY PRIOR TO THE TASK

Provide language support that can be used in commpleting task, to clarify the nature of the tast so that students can give less attention to procedural aspects of the task and hence monitor he linguistic accuracy of their performance while carrying out a task.

1. PRE-TEACHING
2. REDUCING THE CONGNITIVE COMPLEXITY
3. GIVING TIME TO PLAN THE TASK

Some activities are: role plays that you can use on the pre-teaching stage, dialogues that will be used on the ssecond stage and vocabulary work that you can produce on the third stage,

 

From Grammar-Focused to Task-Focused Instruction
The communicative task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form.
Discussion-based materials, communication games, simulations, role plays, and other group or pair work activities.

Grammar Focused Activities

• Reflect classroom use of language.
• Focus on the formation of correct examples of language.
• Produce language for display.
• Call on explecit knowledge.
• speech style
• reflect controlled performane 
• practise small samples of language
• do not require authentic communication

 Task Focused Activities

• Refelct natural language use 
• call on implicit knowledge
• elicit a vernacular speech style
• reflect automatic performance
• require the use of improvising, paraphrasing, repair and reorganisation
• produce language that is not predictable
• allow stuents to select the language they use
• require real communication

Task work is not intended to promote deelopment of a nonstandard form of English but is seen as part of the process by which linguistic and communicative competence is developed.

It's important that we don't have to list specific linguistic items.
An activity that is useful in this, is a role play because students start to feel comfortable producing a foregein language, and the feel self-confidence because they are producin the language and they also improve their fluently use and they improve and do not memorize

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